The influence of Teacher's Multilingualism Perspective on English Language Learning and Academic Achievement of Students in Indonesia

Abstract

Purpose his study investigates the impact of a teacher's perspective on English language acquisition and student academic accomplishment in Indonesia. Design / methodology / approach: A questionnaire survey was conducted for the current study using quantitative research methodology. The fifth and sixth-grade teachers at Ibtiaiyah Elementary and Madrasah in Indonesia provided the sample. Smart PLS 3 was used as a statistical tool to analyze the collected data.

Findings: Integration between a teacher's perspective on multilingualism and English language instruction is crucial for promoting student academic progress. This study demonstrated that academic accomplishment could be facilitated by a teacher's perspective on multilingualism and English language learning. The impact of a teacher's stance on multilingualism on pupils' English language acquisition and academic achievement is beneficial. Practical implications: It was discovered that a teacher's perspective on multilingualism is more effective for academic achievement and learning style. Consequently, school administrations can increase student academic progress by evaluating the findings of this study. This study advised policymakers to support teachers' perspectives on multilingualism to improve outcomes. Originality/value: Multilingualism significantly impacts student learning in academic institutions, although it is rarely addressed in other research. Particularly absent from the literature is the teacher's perspective on multilingualism. Therefore, this study addressed the most significant gap in the literature and contributed significantly to the body of knowledge.